Glocal pedagogy aims to develop glocal competence in students, empowering them to engage effectively in both local and global contexts. This chapter explores how glocalized language practices, implemented in a Kuwaiti university setting, are perceived by English language instructors in promoting students’ growth as glocal citizens. Using a qualitative research design, interviews were conducted with 12 English language instructors at a private university in Kuwait. The data were thematically analyzed, revealing three major themes: preservation of cultural heritage, language variation, cultural adaptation, and student feedback. The findings suggest that such practices may challenge Euro-Americano-centric knowledge and contribute to enhancing students’ learning. This chapter discusses how these ideas, through the instructors’ perspectives, can be integrated into the Kuwaiti curriculum, cultivating an inclusive learning environment that supports students’ success in a globalized world.